Instructional and Assessment Materials


Instructional and Assessment Materials (Module 3)

Create and describe the instructional and assessment materials you will use as part of your plan for a political science class.

IV. Include a description and a few samples as appendices to your paper.

Assignment Expectations

Additional Information

• Complete your instructional plan, paying attention to the demands of your organization and your chosen ID Model
• Describe the general alignment of your plan to the ID Model
• This section should be 3 pages
• Include a reference page

Assignment Expectations
• To receive maximum credit, you must demonstrate understanding of context and purpose of the assignment by bringing all required elements (described above) to the discussion, and meeting additional expectations (described below).
• Cite a minimum of four sources and incorporate them into your paper. It is expected that you analyze and synthesize, not merely summarize, sources. The reference page and overall paper must be formatted properly in APA format and style include a strong introduction, subheaders and conclusion.

Instructional materials crucial to learning in the political science field.

Also, be sure to describe what types of instructional resources you are creating. Include an explanation of who has authorized or funded the instructional event or course you propose, and what they expect.

***Last Assignment**

Learning is considered a multidimensional phenomenon that must be addressed strategically as instructors in a learning program set up desired objectives and goals to be achieved from a particular course. The learning strategy applied to each course strongly determines the level of understanding gained by the students. An instructional plan is a set of guidelines outlining the methods an instructor will use to educate as well as the resources necessary to generate the desired outcome (Schneider, 2006). Working with an instructional plan is crucial since it ensures that all the needs of the learners are addressed and every important detail about a particular course is covered during the learning period.
Reasons for Using an Instructional Plan
The instructional plan is appropriate for this course in political science due to the following reasons:
I. Enables comprehension of concepts learnt from a program. The students are able to follow the intertwined strings of knowledge systematically.
II. Facilitates the reasoning capability of students by involving them in activities that stimulate their thinking and evaluation of possible inferences.
III. Enhances the problem-solving ability in students by following set up procedures as well as identifying gaps in knowledge that may cause a breakdown in the entire system.
IV. Creates the ability to dispel opinions from factual information by seeking evidence to validate the statements and theories advanced in political science.
V. Enables the instructor to assess the attitude of students to the course through their responses to discussions and assignments provided to them during the learning period.
VI. Enhances memory in students of concepts learnt in the past by enabling them to recall important segments of knowledge that will be used in future problem-solving scenarios.
Instructional resources being created
Instructional materials are crucial to effective learning in the political science field since they enhance the students understanding of particular concepts and also facilitate memory. Instructors are faced with an increased pressure to align appropriate instructional resources with the needs of their students (Darryl, 2008). Based on the constraints experienced within the political science learning environment, there are those instructional materials that ease the interactions between students and problematic scenarios. The digital age of information has led to an increase in the use of electronic learning resources as well as numerous web-based sources of information.
Audiovisual files and carefully scripted presentations are some of the instructional materials utilized in the creation of the instructional plan. Instructors will carefully plan on how to generate other electronic resources such as slides, films and videos that contain vital political science information (Kranch, 2008). Online textbooks are often important sources of knowledge in political science, but authorization from the publishers is required to make them accessible to students. Instructors can seek for publisher authorization by making business agreements that allow students in a particular field to access online textbooks that are relevant to the course.
Instructional resources are modified for use by faculty supported by learning institutions to enhance the academic performance of their students. Learning materials originally in abstract form are converted to visual films to display the relationship between political science theories and the actual world. Political scientists are exposed to vast knowledge and information that should be understood by everyone due to the diverse ways in which the political field affects people’s living conditions. Distance education course designers through the funding of the learning institutes desire to create a population that is conscious and informed on the political matters surrounding their daily routines.
Aligning the Instructional Plan to an ID Model
For the sake of this instructional plan, the ARCS (Attention, Relevance, Confidence and Satisfaction) Model is selected to motivate students from other specialties to learn about political science. Modern instructors understand that motivation plays a significant role in institutions of learning to facilitate teacher-student collaborations that result in the achievement of set goals. The ARCS Model is a tool used to design motivating learning approaches that engage the students in both theoretical and practical capacities. The ARCS Model is meant to ensure that students do not only memorize what they learn but also implement it in day-to-day opportunities and challenges facing them.
The ARCS Model is an acronym that provides a sequential framework for instructors to include in their instructional plan to generate motivation throughout the plan (Connell, Hoover & Sasse, 2001). First, the A-attention of the students is captured during the instructional event through interesting openers and modes of engagement. Once the attention of the learners is captured, R-relevant subtopics are introduced to generate a controversial discussion, whereby the instructor is the moderator. Students are urged to be C-confident in responding to whatever topic is being discussed since their opinions matter in the understanding of varying perspectives. During discussion responses, students are supposed to maintain professionalism by respecting others’ opinions and debating along the relevant topic. Towards the end of the discussion, assessment should be done to ensure all the participating students are S-satisfied with the consensus designed from varying perspectives and inputs about a matter. Finally, instructional interventions will be obtained by increasing the learners’ interest in the political science course.
The use of an instructional plan to convey specific learning concepts delivers effective results based on the instructional resources and design methods implemented. The effectiveness of the learning process also suggests that a strategic student-instructor relationship be provided to foster beneficial interactions. Students need to be triggered by their instructors towards a particular learning concept using the appropriate set of tools and methodologies. In conclusion, an instructional plan is a resourceful tool to engage students in the ideas of political science.

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